Exploring sentiments and topics in Extended Reality learning environments: A comparative study

Hosam Al-Samarraie; Samer Sarsam; Ahmed Ibrahim Alzahrani; Hanan Aldowah

doi:10.1371/journal.pone.0327311

Exploring sentiments and topics in Extended Reality learning environments: A comparative study

Hosam Al-Samarraie
, Samer Sarsam
, Ahmed Ibrahim Alzahrani
, Hanan Aldowah

CBL School of Management

Research output: Contribution to journal › Article › peer-review

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Abstract

This study explored online users’ sentiments about the use and application of Extended Reality (XR) in higher education. X social media platform was used as the main source for assessing users’ perceptions of XR in teaching and learning. A topic modelling approach was used to identify and compare main themes and topics in relation to the use of Virtual Reality (VR) and Augmented Reality (AR)/Mixed Reality (MR). The sentiment and polarity of each topic were assessed and compared across these technologies. The results revealed three themes for VR (self-directed learning, creativity-promoting environments, and challenges and concerns) and three themes for AR/MR (guided and oriented learning experience, playful and flexible learning experience, and challenges and concerns). The results also demonstrated significant differences in users’ sentiments, with VR use in higher education achieving higher positivity, anticipation, trust, and joy compared to AR/MR. Findings from this study are unique in the sense that they offer a comparative perspective on XR inclusion in university teaching and learning. The findings can direct policy makers in higher education about the suitability and feasibility of using certain XR technologies in facilitating their digital transformation goals.

Original language	English
Article number	e0327311
Number of pages	17
Journal	PLoS ONE
Volume	20
DOIs	https://doi.org/10.1371/journal.pone.0327311
Publication status	Published - 14 Jul 2025

Bibliographical note

Publisher Copyright:
© 2025 Al-Samarraie et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Funding

This work was funded by the Ongoing Research Funding program (ORF - 2025/157), King Saud University, Riyadh, Saudi Arabia. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Funders
King Saud University

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title = "Exploring sentiments and topics in Extended Reality learning environments: A comparative study",

abstract = "This study explored online users{\textquoteright} sentiments about the use and application of Extended Reality (XR) in higher education. X social media platform was used as the main source for assessing users{\textquoteright} perceptions of XR in teaching and learning. A topic modelling approach was used to identify and compare main themes and topics in relation to the use of Virtual Reality (VR) and Augmented Reality (AR)/Mixed Reality (MR). The sentiment and polarity of each topic were assessed and compared across these technologies. The results revealed three themes for VR (self-directed learning, creativity-promoting environments, and challenges and concerns) and three themes for AR/MR (guided and oriented learning experience, playful and flexible learning experience, and challenges and concerns). The results also demonstrated significant differences in users{\textquoteright} sentiments, with VR use in higher education achieving higher positivity, anticipation, trust, and joy compared to AR/MR. Findings from this study are unique in the sense that they offer a comparative perspective on XR inclusion in university teaching and learning. The findings can direct policy makers in higher education about the suitability and feasibility of using certain XR technologies in facilitating their digital transformation goals.",

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Exploring sentiments and topics in Extended Reality learning environments: A comparative study

Abstract

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